Group 5 (Monday section) - Chapter 8 Donna Palley and How She Made UDL A Reality
Donna Palley
Fifteen Years ago, Donna Palley, Concord's special education coordinator, came to CAST for guidence on how to weave the concepts of UDL into the fabric of her school district. Making UDL a reality was hard work for Palley, as she began a bottom up approach, focusing on individual teachers as she used UDL techniques to assist them with particular students. She set to change the curricula in selected classrooms to see the effect the concept of UDL would have on the teachers and the students.
Palley also worked from the top down, by building strong teacher support, she was able to spread her ideas among the education system by highlighting the advantages of UDL to administration and curriculum steering commitees via presentations and workshops. Through this support she was able to foster a collabrative effort for the advococy of this entirely new way of curriculum planning. Thanks to Donna Palley, Concord's school system is now a snapshot of how UDL works not just on paper, but working with real children in real classrooms with innovative and adaptable curricula. So How Exactly Did She Succeed? Donna Palley's work was a success because she recognized that, in order to become a living, breathing reality, UDL requires certain components. The 7 components for the succession of UDL make up what Palley calls the Conchord Model.
1. Technology Infrastructure and Support One of the most important steps to making UDL a reality, is to eliminate the barriers to education. A commonly identified barrier in education involves print text. To make learning accessible to all it needs to be flexible, and that would not be possible without technology. In 1996, changes to US Copyright Laws made it possible for schools to transform proprietary materials into more accessible formats. This means that teachers have the freedom to scan current print materials into digital format for the use by individuals with disabilities. This is an example of a top-down change that is allowing for curriculum materials to be available in multiple formats. In Concord, a bottom-up approach is being used to build a digital library that will be available to the entire school district. To make this possible, support from volunteers in the community is needed to run a scanning center where print materials are being scanned and added to a computer database. This database is available to teachers and students. The goal is to make these digital resources available online for a more widespread audience.
2. Administrative Support Administrative support is a necessity for increasing the implementation of UDL within schools and a prime example of a top-down change required to make UDL a success. When administrators within individual schools as well as the school board show support for UDL, then it causes teachers to understand it’s importance and also it’s success. Some teachers may feel that they are taking a risk by implementing a new teaching approach, especially secondary educators who already have the pressure of ensuring that students pass standardized testing necessary for graduation. With support from administrators, then teachers may feel more comfortable that they have backing from their superiors. In the Concord School System, administrative support for UDL is gained by offering training and presentations to increase their understanding of the key concepts. The school district shows their support for UDL to the teachers with the Time Release Model. This allows for teachers to have a certain number of days where they are out of the classroom and learning more about the UDL process. This allows teachers the time that is required to learn UDL and helps them to understand that it is considered a priority by the school administrators. 3. Teacher and Training Support
Generally speaking, UDL relies on the “grassroots” approach that forces students and teachers to work together and motivate each other learn. Palley provides support for the teachers in generating their enthusiasm to help their students learn. She works with the teachers to understand their goals, identify potential barriers in reaching those goals, and strategies to overcome those barriers. Palley attends curriculum planning meetings to facilitate the generation of ideas and problem-solving strategies that teachers can use to supplement their current lessons. UDL is not about changing the teacher’s method of teaching, but incorporating new ideas (especially technology) to expand the learning opportunities. Training smaller groups of teachers to become “UDL mentors” has also been effective.
“Infiltrating” the school system at several different levels is a key aspect of teacher support. Palley held workshops to bridge the gap between regular education teachers and special education teachers and help them to collaborate together. Palley also sought grants to support new educational initiatives.
4. Redefining Teacher Roles UDL reaches out and touches not only traditional education teachers, but special education teachers as well. When traditional models of special education are used, children are put in remedial classrooms, cut off from the rest of the school, which puts special education teachers in a tough position. Often times they feel frustrated by how little impact they believe they have on the school as a whole. Special education teachers rarely connect with the traditional curriculum and yet are continuously pressured to help students achieve in the very general education settings which they are isolated from.
UDL supports a more collaborative environment between special and general educators. Thanks to the implemented UDL these educators now share more common goals regarding classroom technologies and curriculum planning. What once were disenchanted, frustrated special education teachers, now have the ability to be involved in education at many levels. This UDL concept is based off the idea that everyone has something to contribute and collaboration is the backbone in making UDL a success. 5. Collaborative Curriculum Planning There are many resources that make incorporating the Concord Model feasible for all teachers: a digital library, software and websites, consultants for curriculum development and release time for teachers to work on curricula. Teachers should start with one unit or one book to begin UDL incorporation and can expand from there. Teachers should examine the material and identify what could potentially be a learning barrier for students in their class, and then tackle solutions for these barriers.
The use of technology is one of the most important factors in overcoming these barriers. Any text can be digitized and therefore can be highlighted or read aloud for students who are struggling with a learning disability or the English language. Images can also be projected on the screen for enhanced comprehension. Starting with one teacher and one classroom, anticipating learning barriers such as printed text revolutionized curriculum planning.
6. Parent and Community Involvement
Without parents, there wouldn't be any children to teach, and without parents a child would be a lot less motivated to learn and do well in school. We all know parents play a large part in a childs education (some may argue it should be even bigger). But parents can and should be involved in every aspect of their childrens learning and in Concord, they did. The parents played an interesting part in the success of UDL implementation by first volunteering their time to volunteering, aiding in the implementation of UDL, and also promote it's progress by creating a support base and educating themselves and others. Parents that inform themselves can act as catalyst for change that benefits not only their children but the local schools as well. When a parent raises an issue, or questions the curriculum, or the methodology, this compells teachers into action, and initates not only teachers, but other parents in promoting change. When parents get involved and start educating themselves and other about UDL, such as with Concord, that effort and support leads to the successful implementation of UDL in their community. 7. Developing Creative Funding Practices In order for a school to be able to offset the cost of initiating UDL, additional funding must be obtained. One way for schools to do this is to pursue grants. These grants can be at the district, school, or even department level. Individual teachers are encouraged to seek out grants themselves or to take professional development opportunities in order to further their involvement with UDL. A school must also be flexible with their budget, allocating funds in such a way that allows teachers to implement UDL without taking too much away from other programs.
Donna Palley and How She Made UDL A Reality
Fifteen Years ago, Donna Palley, Concord's special education coordinator, came to CAST for guidence on how to weave the concepts of UDL into the fabric of her school district. Making UDL a reality was hard work for Palley, as she began a bottom up approach, focusing on individual teachers as she used UDL techniques to assist them with particular students. She set to change the curricula in selected classrooms to see the effect the concept of UDL would have on the teachers and the students.
Palley also worked from the top down, by building strong teacher support, she was able to spread her ideas among the education system by highlighting the advantages of UDL to administration and curriculum steering commitees via presentations and workshops. Through this support she was able to foster a collabrative effort for the advococy of this entirely new way of curriculum planning. Thanks to Donna Palley, Concord's school system is now a snapshot of how UDL works not just on paper, but working with real children in real classrooms with innovative and adaptable curricula.
So How Exactly Did She Succeed?
Donna Palley's work was a success because she recognized that, in order to become a living, breathing reality, UDL requires certain components. The 7 components for the succession of UDL make up what Palley calls the Conchord Model.
1. Technology Infrastructure and Support
One of the most important steps to making UDL a reality, is to eliminate the barriers to education. A commonly identified barrier in education involves print text. To make learning accessible to all it needs to be flexible, and that would not be possible without technology. In 1996, changes to US Copyright Laws made it possible for schools to transform proprietary materials into more accessible formats. This means that teachers have the freedom to scan current print materials into digital format for the use by individuals with disabilities. This is an example of a top-down change that is allowing for curriculum materials to be available in multiple formats.
In Concord, a bottom-up approach is being used to build a digital library that will be available to the entire school district. To make this possible, support from volunteers in the community is needed to run a scanning center where print materials are being scanned and added to a computer database. This database is available to teachers and students. The goal is to make these digital resources available online for a more widespread audience.
2. Administrative Support
Administrative support is a necessity for increasing the implementation of UDL within schools and a prime example of a top-down change required to make UDL a success. When administrators within individual schools as well as the school board show support for UDL, then it causes teachers to understand it’s importance and also it’s success. Some teachers may feel that they are taking a risk by implementing a new teaching approach, especially secondary educators who already have the pressure of ensuring that students pass standardized testing necessary for graduation. With support from administrators, then teachers may feel more comfortable that they have backing from their superiors.
In the Concord School System, administrative support for UDL is gained by offering training and presentations to increase their understanding of the key concepts. The school district shows their support for UDL to the teachers with the Time Release Model. This allows for teachers to have a certain number of days where they are out of the classroom and learning more about the UDL process. This allows teachers the time that is required to learn UDL and helps them to understand that it is considered a priority by the school administrators.
3. Teacher and Training Support
Generally speaking, UDL relies on the “grassroots” approach that forces students and teachers to work together and motivate each other learn. Palley provides support for the teachers in generating their enthusiasm to help their students learn. She works with the teachers to understand their goals, identify potential barriers in reaching those goals, and strategies to overcome those barriers. Palley attends curriculum planning meetings to facilitate the generation of ideas and problem-solving strategies that teachers can use to supplement their current lessons. UDL is not about changing the teacher’s method of teaching, but incorporating new ideas (especially technology) to expand the learning opportunities. Training smaller groups of teachers to become “UDL mentors” has also been effective.
“Infiltrating” the school system at several different levels is a key aspect of teacher support. Palley held workshops to bridge the gap between regular education teachers and special education teachers and help them to collaborate together. Palley also sought grants to support new educational initiatives.
4. Redefining Teacher Roles
UDL reaches out and touches not only traditional education teachers, but special education teachers as well. When traditional models of special education are used, children are put in remedial classrooms, cut off from the rest of the school, which puts special education teachers in a tough position. Often times they feel frustrated by how little impact they believe they have on the school as a whole. Special education teachers rarely connect with the traditional curriculum and yet are continuously pressured to help students achieve in the very general education settings which they are isolated from.
UDL supports a more collaborative environment between special and general educators. Thanks to the implemented UDL these educators now share more common goals regarding classroom technologies and curriculum planning. What once were disenchanted, frustrated special education teachers, now have the ability to be involved in education at many levels. This UDL concept is based off the idea that everyone has something to contribute and collaboration is the backbone in making UDL a success.
5. Collaborative Curriculum Planning
There are many resources that make incorporating the Concord Model feasible for all teachers: a digital library, software and websites, consultants for curriculum development and release time for teachers to work on curricula. Teachers should start with one unit or one book to begin UDL incorporation and can expand from there. Teachers should examine the material and identify what could potentially be a learning barrier for students in their class, and then tackle solutions for these barriers.
The use of technology is one of the most important factors in overcoming these barriers. Any text can be digitized and therefore can be highlighted or read aloud for students who are struggling with a learning disability or the English language. Images can also be projected on the screen for enhanced comprehension. Starting with one teacher and one classroom, anticipating learning barriers such as printed text revolutionized curriculum planning.
6. Parent and Community Involvement
Without parents, there wouldn't be any children to teach, and without parents a child would be a lot less motivated to learn and do well in school. We all know parents play a large part in a childs education (some may argue it should be even bigger). But parents can and should be involved in every aspect of their childrens learning and in Concord, they did. The parents played an interesting part in the success of UDL implementation by first volunteering their time to volunteering, aiding in the implementation of UDL, and also promote it's progress by creating a support base and educating themselves and others.
Parents that inform themselves can act as catalyst for change that benefits not only their children but the local schools as well. When a parent raises an issue, or questions the curriculum, or the methodology, this compells teachers into action, and initates not only teachers, but other parents in promoting change. When parents get involved and start educating themselves and other about UDL, such as with Concord, that effort and support leads to the successful implementation of UDL in their community.
7. Developing Creative Funding Practices
In order for a school to be able to offset the cost of initiating UDL, additional funding must be obtained. One way for schools to do this is to pursue grants. These grants can be at the district, school, or even department level. Individual teachers are encouraged to seek out grants themselves or to take professional development opportunities in order to further their involvement with UDL. A school must also be flexible with their budget, allocating funds in such a way that allows teachers to implement UDL without taking too much away from other programs.